Brittany Schettler: Grade 2 Art - Secondary Colours

Lesson Name: Pizza Colour Wheel

Subject: Art

Grade: 2-3

Time: 40-45 minutes 

Original lesson plan: http://artlessonsforkids.me/tag/primary-colors/ 

Introduction: 

The adapted lesson plan below is towards a grade two class. The class includes 11 girls and 8 boys for a total of 19 students. The grade two students range in abilities, as many are currently refugees or new to the area. Many of the students are currently near grade level. Only one student is currently on an IEP. This student is mildly deaf and wears a personal hearing aid that includes an FM radio. Also, everyday after lunch the resource teacher takes out certain students in groups of three or four to work on read and writing.

The lesson plan below is on primary and secondary colours in the subject area of visual arts. This lesson plan consists of comparing primary and secondary colours along with an enjoyable craft. The craft is a pizza colour wheel. The colour wheel shows the secondary colours in between the primary colours. This lesson plan would be used following a lesson on mixing primary colours to create secondary colours. The colour wheel created can be used in future lessons.

The ADAPT strategy is applied to the lesson below to meet the needs of the class. The lesson plan uses diverse learning strategies and adapts the lesson to the student with hearing loss. To explain, the student with a hearing loss proposes physical, academic and emotional strengths including visual learning, mobility, academic understanding in all domains, and motor control, He likes hands on activities. Some weaknesses of the student are behavioural, such as peer communication, sharing, taking turns, and attention span. Currently the student uses hearing aids equipped with an FM radio.

There are many demands on the student such as volume of environment, outside visual cues, and visual constraints. The student must be in a position that allows maximum view of instructor and visuals. The classroom volume level must also be kept at a minimum for max hearing and focus. Outside visual cues such as other students or objects also create demand on the student (Hutchinson p.141).

Based on the student’s strengths, weakness and classroom demands described above, adaptations were made in the lesson plan. First when having a discussion on primary and secondary colours at the beginning of the lesson, the questions are written on the board to help the students. If the students gets lost in the conversation or if the FM radio isn’t working then the student will be able to still understand what is being talked about. This connects to “summarizing on the board” (Hutchinson p.141). Also, the use of animations and pictures is helpful for the students that are visual learners (Hutchinson p.141). The use of different pictures and animation will also help keep the students attention from external cues. When instructing the students on how to do the craft, an example is done for the students. This helps the student who is hard of hearing to visually understand what to do. The “check” step is also put into the lesson plan to give feedback and support to all the students throughout the activity. It is noted that the use of buddies is useful for student’s hard of hearing (Hutchinson p.141). Making the students to ask two friends before asking the teacher a question encourages communication between classmates. The adaptions are helpful to not only the student who is hard of hearing, but also the other students. By adding age appropriate pictures to the steps, all the students can identify what to do next without needing to read. Also the use of animations and identifying pictures keeps the attention of many of the students and relates to their everyday life.

The added adaptations to the lesson can put some strain onto the teacher. Creating an example for the class along with writing out steps on the board adds to the time taken away from the activity. As a teacher you may need to create an example ahead of time along with prepping material for the lesson.

Overall, this lesson plan is accessible for teachers. Substitute teachers would be able to fully understand what is to be done. To conclude, the lesson plan fully integrates students who are hard of hearing.

(Hutchinson N. Inclusion of Exceptional Learners in Canadians Schools: a Practical handbook for Teachers 4^th ed. Toronto: Pearson, 2014 pg. 141)

Lesson Plan:

Rationale:  Labeling primary and secondary colours allow us to group colours and create new colours. To be artist we must be aware of the different colours and how they can be created.  

Prescribed Learning Outcome(s): 
A3 - create images featuring one or more visual elements and principles of design - colour

·       create images featuring colour (e.g., primary colours, secondary colours, warm and cool colours)

B4 - demonstrate safe and environmentally responsible use of materials, technologies, and processes

·       demonstrate safety consideration for the use of materials, technologies, and processes (e.g., using scissors and other cutting tools with care, obeying hazard symbols, asking for help or supervision)

Instructional Objective(s):

Students will be able to identify, describe and create secondary colour images.
Students will be able to demonstrate appropriate use of scissors and liquid glue and other related materials

Prerequisite Concepts and Skills: 

Understanding of primary colours

Recognition and differentiation skills

Fine motor skills ex cutting, gluing

Understanding of handling materials, such as white liquid glue and scissors

Understanding of clean up routine and behaviour expectations

Materials and Resources:

Pre made:

                 Paper with circle divided into six pieces x 21

On computer:

              http://www.technologystudent.com/designpro/pricol1.htm

              Pictures – green ball, blue hat, red heart, yellow sun, orange pumpkin, purple pen

On tables:

              White liquid glue

              Little scissors

              Red/blue/green/purple/yellow/orange Markers

              Bucket of different coloured materials ex.pip cleaners/buttons/feathers/popsicle sticks/tissue paper etc

              Extra paper

              Pencils

Extensions:

Lesson connect to previous lessons on primary colours and secondary colours

Lesson follows previous lesson of mixing primary colours to get secondary colours.

Further lessons will be on the use of colour in different pieces of art, along with different aspect of colour ex. shading

Lesson Plan:

Activity	Instruction	Student requirements	Time
Intro: Review primary colours Introduce secondary colours Identify secondary colors Explain craft and create example Activity Clean up If time: Conclusion	Write out on board following questions and ask students: What are the primary colours? Why are they important? What are secondary colours? How are they made? Show colour mixing animation: http://www.technologystudent.com/designpro/pricol1.htm Go over how primary colours make secondary colours red + blue =  purple red + yellow =  orange yellow + blue = green Show two images side by side. - One that uses a primary colour  (ex. red ball) - One that uses a secondary colour (ex. Green hat). - Allow the students to differ between the two pictures by asking them which picture uses secondary colours. Go through steps of craft and do example for the students. Write steps on board as you do the example. Step One: - Show student paper with colour wheel one it (circle cut into 6 which each section labeled) - Tell students they must cut out the circle Write on board: Step one: cut out wheel (draw picture of scissors) Step Two: - Tell students once they cut out the circle they get an adult to check before moving to next step Write on Board: Step Two: Check (Draw picture of person) Step Three: - Tell students they have to colour the sections of the circle with the right colours - Colour red and blue section and show how the section in between is purple because  blue+ red = purple Write on Board: Colour (draw a marker) Step Four: - Tell student once done colouring they get an adult to check Write on Board: Check (draw person) Step Five: - Tell Students to glue different coloured materials into the correct corresponding colour section ex. Green feather goes in green section of wheel -They may also draw toping they want on their pizza but must colour them the right colour for the section ex. Red pepperoni Write on Board: make pizza (draw circle with different objects) Step Six: - Tell students when done they get teacher to put pizza wheels on counter to dry Note: Tell students must ask two friends before asking the teacher a question Note: remember to put names on paper Students go to desk and do activity while teacher helps and supervises Note: students may be taken out of class with resource teacher Note: Allow extra time for them to finish when they come back Note: Keep class volume at a minimum. - once students are finished they put away all the supplies and can help another students or get a book and read on carpet - all student meet on carpet - teacher spins premade wheel and ask if the color landed on is a secondary or primary colour.	Sit on carpet Answer question by rising hands. One person talking at a time. Whisper to a friend what the two colours make. Watch and ask questions One person talking at a time. Raise hands and identify image using a secondary colour. One person talking at a time. Students watch, listen and ask questions while siting sit on carpet One person talking at a time. Students grab paper from teacher and go to desk Do the craft respectively Students respectively put away all materials and make sure desk areas if clean Student sit and rise hands to answer question	2 mins 2 mins 2-3 mins 3-4 mins 20-30 mins 5 mins 2 mins

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

Differentiated instruction - the use of group discussions, animations, visual aids, visual instruction, connection to environment/life, connection to previous learning of primary colours, choice of materials to use

Universal Design for Learning - interaction with peers in group discussions based on communication and involvement, safe environment for all, all students held at high standards of conduct and effort, varied instructional efforts, feedback to student during “check” step in activity

IEP: visual aid, load instruction, positive praise, reminder of proper peer communication (sharing, peer communication).

Modifications/adaptations for IEP students include:

  FM radio/auditory aids

Visual aid/visual instruction

   Outline of steps on board

   Encourage peer-tutoring

               Allow extra time

               Positive praise

               One person talking at a time during group discussion  

Organizational Strategies:

Tables equipped with material prior to beginning of lesson

Students come in from recess and sit on carpet

Time reminder starting at 5 minutes left to finish work

Point to appropriate picture reminders beside board for adjusting volume level, and providing clean up instructions.

Each student is in charged of their desk area to clean up

Behavioural Management Strategies:

If too load or giving instruction during activity use:

   “Show me ten” (both hand in the air) then count down from ten.

If student misbehaving:

   They get three warning before being moved to blue table to work.

   Reiterate classroom rules ex. hands to self, respect and listen to others

   If still misbehaving they go for a walk in the hall

   Then sit outside the classroom till activity finished

   One on one teacher and student discussion on student’s behaviour

Assessment and Evaluation:

Students assessed and evaluated formatively based on creativity, craftsmanship and participation

Student Name:                                                                                            Date:                 

Craft:                                               

	5 - excellent	4 – very good	3 - good	2   developing	1 – needs improvement
Understood Concepts
Participation: group discussion, on task etc
Followed Directions
Creativity/Individuality: didn’t copy,
Craftsmanship: use/handling of scissors, glue and materials
Safety
Clean Up
Finished/Time Management